| The Rhode Island Adult Education Professional
Center produces a bulletin roughly every
to three weeks in order
to inform area practitioners of news, events,
and calls for
and also as a forum for posing questions, issues and discussion topics.
The current bulletin is posted below.
To read previous bulletins, please
go to Bulletin
Archives. To receive the bulletin via email, contact LR/RI.
To learn more about professional development
contact the RI AEPDC at (401) 456 -2838 or (401) 863-2839
November 5, 2010
participation, employment, funding,
and conference and workshop
and other resources.
To post information, and/or to receive
the bulletin via email, please
contact the AEPDC or leave a message at
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner
orientation, standards overview - and rescheduled events) can be
found at http://www.ric.edu/aepdc/calendar.php
Tool for adult education referrals in
- An interactive referral website for adult education services in
Find profiles of adult education agencies, post class openings or
request help with a student referral. Please update your
agency's profile information,
and if your agency is not listed, contact Karisa Tashjian at
firstname.lastname@example.org to have your agency added to the list.
This site is open to all agencies who
provide services (educational, social service, etc.) for adult
education students in the state. You only need a Google account
to access and post information.
If you need help setting up an account, please contact
KarisaTashjian or Bernice Morris at BerniceM@pha-providence.com.
First Adult Learner Conference No Community
Congratulations to all for a well-organized, well-received
and wonderfully useful conference. A first for the state
and a tribute to the hard work and
important mission of STAND – Students taking action now with
updated: list of GED
centers: The following is a listing of GED Testing and
Preparation Centers in Rhode Island with the names of their directors
Most of centers have GED preparation classes and administer the
GED Examination, unless indicated differently.
Aquidneck Island Adult Learning Center 435 Broadway, Newport, RI 02840
Director: Stanley Brown Phone: 401 847-7171 http://www.aialc.com
Mount Hope High School Bristol, Rhode Island Administered by RIRAL
Contact: Cidalia DaSilva
Phone: 401 762-3841 http://www.riral.org
Community College of Rhode Island-Lincoln Flanagan Campus. Lincoln, RI
02865 Director: Jamie Nash
Phone: 401 333-7070 http://www.ccri.edu
Community College of Rhode Island-Providence Providence Campus One
Hilton Street Providence, RI 02907 Director: Sharon Hoffman Phone: 401
Cranston Alternate Education Programs 4 Sharpe Drive Cranston, RI 02920
Director: Gayle Dzekevich
Phone: 401 270-8166 http://aep.cpsed.net
Education Exchange Lily Pads, Building C 33 North Road Peace Dale, RI
Director: Peggy Benz Phone: 401 783-0293 http://www.EdExRI.org
Providence- RI Department of Elementary & Secondary Education
255 Westminster Street
Providence, RI 02903 Phone: 401 222-8949 http://www.ride.ri.gov
Woonsocket GED Testing Center RIRAL 191 Social Street Suite 11,
3rd Floor Woonsocket, RI 02895 Contact: Cidalia DaSilva Phone: 401
from November 8- 12, Sharon McKay will lead a discussion on the
topic of Culture Shock: Yours and Theirs in the Classroom.
Ms. McKay writes
I am pleased to support the Adult English language Acquisition
Discussion list on the topic of cultural diversity in the classroom.
With twenty years of
classroom experience and fifteen years of professional
development work, I have had classes with twenty-two different cultures
alive and well in a class
of thirty. About ten years ago, I became very interested in how
cultures work together and how I could forward that effort in my
classes. I see this in two
parts—where you start and where you want to go.
I realized that it was important to become aware of my own biases
in the classroom and to find ways to reveal personal biases of the
learners as well. It is
always part of the equation to know where you are in the
beginning of your work in cultural diversity. Once you know where you
are in terms of your persona
l and cultural identity, you can begin to make shifts in your attitudes
and ways of viewing events around you. Learning more about new cultures
and may shift long-held biases as well. When this happens, it
seems that you might become a more effective teacher. I hope you will
join us for this adventure
and I look forward to reading your comments and questions. Please
feel free to post questions in advance of the starting date of November
- Sharon McKay, ESL Specialist email@example.com
to subscribe or read the list: http://lincs.ed.gov/mailman/listinfo/englishlanguage
to read more about the discussion including information about the
facilitator and suggested readings, please see:
The Community College of Rhode Island is
holding a Grand Information Session for potential adult students.
7 to 8:15 p.m. Tuesday, Nov. 16 CCRI's Liston Campus 1 Hilton St.
If you are not sure how to get started, this information session
is where you need to be. We will have:
• Advisors to help with questions about your educational plan and
• Financial aid staff to help you figure out how to pay for college
• Faculty to discuss the more than 90 programs offered
• Students and alumni to share their CCRI experiences with you
Call 401-455-6011 or send an e-mail to firstname.lastname@example.org to make your
reservation for one of the 66 available seats.
ESOL practitioner learning
(ESOL share) will be held on December, at 2 pm at the Genesis Center,
620 Potters Avenue, Providence.
Our focus – integrating numeracy into ESOL learning and
teaching. Lynn Foley and Judy Titzel help us to explore new
ideas, learn more and share the
work we’ve been doing. Please join us. And have a
look at this resource, featuring Rhode Island practitioner, Lynn Foley:
November 12, from 1-3 pm – workshop
on multilevel classes, learners. Most likely to be held at
IIRI. confirmation and details pending.
This workshop grew out of interest in the topic expressed by
participants at last week’s new practitioner orientation.
Participants will bring their
ideas and questions – you’re invited to do so, too.
Questions? RSVP? please contact email@example.com
RIRAL/Transition to College
information and assessment sessions:
Information Session Dates: November 13 on Saturdays @ 10:00 am
Weekend session starts in October – next evening session starts
in January. Call today to save a spot.
Allow 2 -3 hours for assessment. Please do not bring
children. 175 Main Street Pawtucket (2nf floor/ Pawtucket
Visitor’s Center/DLT offices)
Contact person: MarieCrecca-Romero@riral.org
TTC is a comprehensive college preparation program including a
Free College Reading class (ENGL 0850) at CCRI in Providence; student
career exploration, and mentoring workshops; academic writing,
basic math, and pre-algebra; computer lab & tutorials; academic
advising, support services,
& registration for college; college application and financial
RIRAL TTC is a partner in the RI Statewide Transition to College
(RI TTC) initiative and a natural segue for GED, EDP, and Advanced ESL
to post-secondary education.
The Introduction to Family Literacy (ADTED 456) course examines
and analyzes comprehensive family literacy within models that address
family needs, and is informed by
numerous research studies that have revealed the effectiveness of
services that break the cycles of intergenerational poverty and
The Interactive Literacy: Parents and Children (ADTED 459) course
identifies and analyzes current research related to interactive
literacy and language teaching. Designing
language and literacy development activities for use in the home,
childcare centers, and school is an ongoing theme.
There are no prerequisites and a background in adult education is
not necessary to successfully complete the courses – students
participate at their own level of experience and
need. For more information on the Certificate in Family Literacy
contact Dr. Sheila Sherow at firstname.lastname@example.org.
Registration is open for the following
CLS/EFF Online Reading Mini-course:
Matching Reading Purposes and Strategies (Skimming, Scanning, and
November 8th - November 22nd (with a 15 minute
computer Tech Check during the week of November 1st)
Course length/style: 10 hours independent and self-paced work, with
Cost: $189/person [check/money order/purchase order
Please review our Course Policies and Technical Requirements before
Register online at: http://www.cls.utk.edu/register/eff_event.asp
Register by October 26th - class is limited to 20
participants; Registrants will be invoiced at time of e-mail
- Explore ways to work with students to determine reading purpose and
to select appropriate reading strategies for that purpose.
Work-based texts are used as examples, however the principles
apply to all text types. Upon completion, we hope instructors can help
students find ways to:
Set a purpose for reading by predicting or asking questions about what
text will be about.
Use three kinds of reading strategies– careful reading, skimming, and
scanning- to meet the reading purpose.
Choose and use purpose setting and strategy selection approaches as
Course Facilitator: Peggy McGuire - an expert in the field of reading
and writing in adult education.
For additional information or questions about CLS/EFF online courses
please contact us at email@example.com or 865-974-4109.
information about these and other courses is online here: http://188.8.131.52/home/
on Adult Literacy - (return of a) site accompanying video/CD
6 adult education contexts in which use of technology
into ongoing learning
(via David Rosen) Saving workers' lives through literacy Health
safety practices are as effective as employees' reading-skill levels
- the announcement of this year's UNESCO prize-winning adult
THE CHANGE AGENT Adult Education
for Social Justice: News,
Issues, and Ideas CALL FOR ARTICLES
Neigborhood; Your Health
When people think of the environment, they often imagine natural
landscapes—forests, oceans, and mountains. But your home and yard and
schools, and businesses, your workplace, the bus stop on
the corner—these are the “environments” that you function in every day.
The health of these
environments affects your health. Are there toxins
in the air, soil, and water in your neighbor hood? What chemicals are
in the paint or vinyl on your home,
the exhaust from buses and planes,
and the waste from nearby factories? How do these things affect your
health or your children’s health? What is anyone
doing about it? The
next issue of The Change Agent (in collaboration with TERC’s Statis
tics for Action) will explore the local environment and will tell
stories of environmental clean-ups and community efforts to identify
and deal with pollution sources. Sample Questions to Consider:
Have you or your neighbors ever suspected an environmental problem in
your neighborhood? What made you suspect? Did you organize, push for
testing, move away?
Were there local businesses many years ago that left
in the soil? How did you find out you were at risk?
If you found out there were toxic chemicals in your community, did
you try to alert your neigh bors to the problem? How? What happened?
Do you have health concerns related to your home or work environment?
If so, what have you (or others) done about them?
Is there a time when you’ve been concerned about an environmental
health issue, but the math or science involved made it hard to
understand? Did you give up?
Work to understand it? Seek help from an
expert? What skills did you need? How did it feel?
As a parent, how do you limit your child’s exposure to toxins in the
What arguments have businesses, cities, residents used to oppose
shutting down a polluter, or to deny a site is dangerous? How did you
What happens to the garbage from your house and community? How are
you affected by near by landfills and incinerators? What the government
do to minimize
toxic problems from trash?
Instead of long and general essays, we would like to see stories
are specific and detailed. Suggested length is 200-1200 words. All
articles must be received by November 8,
2010. Please include in all
articles and emails the contact information for the student and/or the
teacher. Final decisions are made by The Change Agent editorial board.
A $50 stipend will be paid to each student whose work is accepted
publication. Please submit illustrations, cartoons, and graphics on
this theme too!
Send material (preferably by email) to:
firstname.lastname@example.org; Cynthia Peters, World Education, 44 Farnsworth
St., Boston, MA 02210 617-482-9485
The mission of The Change Agent is to provide news, issues,
other teach ing resources that inspire and enable adult educators and
learners to make
civic par ticipation and social justice concerns part
of their teaching and learning. It is published by the New England
Literacy Resource Center.
Also, please see this PDF file
the new Change Agent
issue on Fashion. (if you need a word version of the document,
please contact email@example.com)
opportunities - large and less large
posted on the
National Institute for Literacy website:
from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp
- The federal government's new one stop
The Poverty & Race
(PRRAC) announces another round of education reform grants in areas of
social science research.
PRACC is particularly interested in
such as high classroom turnover/mobility and its disproportionate
on low-income, minority, and farm worker
students. However, other
issues will be considered as well. To apply, send PRRAC a
the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
Maximum grant: $10,000.
No application deadline. http://www.prrac.org/grants.php
Funding Solutions for
A collection of resources to help small nonprofit organizations
including ways to motivate your board, sample fundraising letters,
and tips to improve your direct mail
employment opportunities are generally sent as they
arrive via email; if you would like to receive this bulletin, and those
updates by email please
Jobs for Change "seeks to
spark a nationwide movement toward careers in the nonprofit,
government, and social enterprise sectors" – online at
Genesis Center is interested in adding to its substitute list.
are an ESOL instructor who is interested in occasional work as a
substitute, either day, evening or Saturday hours, please call
Fritz or Pat Clarkin at 781-6110.
nation wide postings on the National Institute for
Literacy's LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi
you would like your name added to the general
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers
and programs hoping to work
Island Community Jobs (RICOMJOB)
list that seeks to raise the profile of meaningful work in Rhode Island
helping non-profit and public interest employers publicize
effectively. Anyone seeking a job that makes a difference in Rhode
can join the list.
Any non-profit, government or private sector
advertising a paid position related to the public interest or
concerns can post a free job listing.
Positions must be paid but
may be part-time, full-time or temporary.
To join the list as a job seeker or to post a
Rhode Island Community Jobs is supported by
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please contact us
Rhode Island Red job search
feature draws job postings from ALL local jobs boards (except
To access this resource visit RI RED http://www.dlt.ri.gov/rired/
-- under quick menu click job search; choose location search criteria,
provide job title or other
criteria. Source codes are listed at the bottom of the page
lifeline – from the AFL-CIO,
with locally-searchable links to resources http://www.unemploymentlifeline.com/
/ resources available
Brian, moderator of the NIFL workplace literacy list; (subscribe to or
follow the list here: http://www.nifl.gov/mailman/listinfo/workplace)
From the National Centre for Vocational Education Research
(NCVER) (Australia) (Note from Donna: You must register to access these
Registration is free) http://www.adultliteracyresource.edu.au
Learning Numeracy on
the Job: A Case Study of Chemical Handling and Spraying
Ensuring that people have the appropriate level of numeracy
skills is particularly important in jobs which involve a risk to public
safety and the environment.
This research investigates the job-related numeracy requirements
in the chemical spraying and handling operations of the horticulture,
local government, outdoor
recreation and warehousing industries. Findings from this study
indicate that the worksite influences both the type of numeracy skills
needed as well as how they
are deployed. Numeracy in the workplace differs from formal,
rule-based abstract mathematics taught in school and requires training
that is relevant to the specific
applications of the skill. Implications for the future practice
of teaching numeracy on the job are offered and highlight the need to
consciously develop critical thinking,
planning and problem-solving skills in workers. http://www.ncver.edu.au/publications/1609.html
State-by-State View of the
Political Power of Immigrants, Latinos and Asians
All States Demographic Information Now Available*
The Immigration Policy Center releases its
complete series of 50 state fact sheets which highlight the political
and economic power of immigrants,
Latinos, and Asians in every state of the union. Immigrants,
Latinos, and Asians account for large and growing shares of the U.S.
electorate. These easy to understand, state-by-state demographic
snapshots are a compilation of current government and academic data on
economic contributions, and voting habits.
Find out how much
immigrants, Latinos and Asians contribute to your state's economy:
for more information contact Seth Hoy at firstname.lastname@example.org or
Reflect 13 - special report on employability;
teaching composition and using poetry; classroom-based research as
Development; a phonics debate; how statistics can confuse rather
than clarify; how television is being used to reach adult learners in
Ireland; teaching in
secure hospitals; prisons – creativity space and books for new
readers; the Reflect approach and ESOL; and the role of care support
in developing the literacy, language and numeracy skills of
clients with learning difficulties and disabilities.
notes is now OVAE Connection
archived online at http://www2.ed.gov/news/newsletters/ovaeconnection/index.html
– weekly bulletin from the Office of Vocational and Adult
Education; to subscribe directly, please contact email@example.com
or online at http://www.edgov/about/offices/list/ovae/index.html
from OVAE Connection, October 28:
The National Telecommunications and Information Administration
(NTIA) recently invested $3.3 million available under the American
Recovery and Reinvestment
Act in a Learner Web Partnership project supporting digital
literacy and other training tailored to adult learners. The new project
will provide tutor
-facilitated training in English and Spanish to about 23,000 adults
from economically vulnerable populations to help them participate in an
digital society and economy. The grant was awarded to Portland
State University in Oregon, which will partner with adult literacy and
basic education organizations
in California, Louisiana, Minnesota, New York, and Texas. The
project uses an approach that combines self-paced learning via Learner
Web with live, on-site tutorial
support in about 75 computer labs. The program will teach digital
literacy, provide consumer education about local broadband access and
on local career pathway programs. Instructional activities
include use of broadband for conducting job searches, finding
educational and health information,
and using smart consumer practices. The partnership plans a
targeted outreach campaign to increase awareness of its training
programs among under-served populations.
Funds flow through the existing Broadband Technology
Opportunities Program (BTOP), which supports deployment of broadband
computer centers, and sustainable adoption of
broadband service. More information is available from Steve Reder
at firstname.lastname@example.org. Broadband USA: http://www2.ntia.doc.gov/information
from the November 4th
New York state is investing nearly $8 million annually in funds
under the Adult Education and Family Literacy Act (AEFLA) to create 35
statewide through 2013.
http://www.nys-education-literacy-zones.org/ Literacy Zones are a
reform initiative developed by the State Board of Regents and
Education Department. The geographic scope of a Literacy Zone is
a neighborhood, zip code, school district, or community. Each brings
together a coalition of community stakeholders to focus on closing the
achievement gap in urban and rural communities challenged by both
concentrated poverty and high numbers of families and individuals with
limited literacy or English language proficiency. The 18 Literacy Zones
now operating have created family welcome centers that combine services
and connect community members to benefits screening, case management,
comprehensive services and referral, and pathways out of poverty.
A continuum of literacy services from early childhood through adult,
including strong support for parent involvement in their children’s
literacy development at home and their engagement with the school;
Assistance and support for at-risk youths to enable them to complete
high school and succeed in postsecondary education or advanced training;
Postsecondary transitions that help out-of-school youths and adults
earn a high school equivalency diploma and succeed in postsecondary
Programs that help out-of-school youths and adults who are receiving
public assistance or food stamps, or families with family incomes of
less than 200% of the poverty line to obtain and retain employment;
Transition services for persons returning to the community from
Pathways to citizenship and English language proficiency for
limited-English proficient adults;
Workforce development programs, including apprenticeship, career and
technical education, and career pathways; and Support for
individuals with disabilities and their families.
Agencies funded are expected to achieve, at a minimum, NY’s National
Reporting System performance targets. Initial results show
significantly higher educational gain and follow-up outcomes than for
students not receiving Literacy Zone services. More information is
available online and from Bob Purga. email@example.com
staying informed: In an effort to
minimize the number of duplicate announcements sent through LINCS
discussion lists, announcements about professional development
opportunities, monthly Resource Collections Newsletters,
announcements of discussion list guests and webcasts, and other items
of interest to the adult education and literacy community from OVAE and
LINCS will no longer be posted on individual discussion lists.
Instead, they will be posted on an electronic list called: Stay
will need to join this new list in order to stay abreast of these
LINCS opportunities. By subscribing, you shouldn't be
significantly increasing the number of emails you
get, because it is not a discussion list, nor is it open to the
public for announcements. Its purpose is to post LINCS news.
To register for “Stay Informed,” go to
http://lincs.ed.gov and add
your email address in the bottom right-hand corner of the page. Don't
forget to confirm your subscription when you get the email asking you
to confirm. (examples of resource announcements here, as well: http://lincs.ed.gov/lincs/resourcecollections/resource_collections.html)
downloadable resources from The
Popular Education News http://www.popednews.org/resources.html
Rhode Island Employment Disability E-News,
newsletter from the Paul V.
Sherlock Center on Disabilities,
available at: http://www.ric.edu/sherlockcenter/onlinepublications.html
Bulletin, developed by SABES
Good geography refresher...and good
mouse skill practice as well.
from Kate Northcott, Director, Student Literacy Corps Webster University
Math - What's the
Problem? examines the state of math education in the U.S. and the roles
of culture, technology, and research on improving math learning and
proficiency. Learn about the "miles per gallon illusion"
and the train problem. Discover resources on fractals, matrices,
human face recognition, biomimetic
research, computational conformal mapping, and the "kissing
number" of a sphere. (National Science Foundation)
Minnesota Literacy Council's online
training site – for out of state
The courses for adult learners and educators on the Minnesota
Literacy Council (MLC) online training site are developed and
maintained by MLC staff through
supplemental service grants from the
Minnesota Department of Education. They are provided free of charge to
Minnesota’s adult learners, teachers, volunteers, and
other Adult Basic
Education practitioners. Out-of-state visitors are welcome to explore
the site to access learning resources as well, but we cannot offer CEUs
course completion certificates to out-of-state users. If you are
not a Minnesota resident, you are welcome to browse the self-access
online learning materials,
but please do not submit course assignments
as we will not be able to respond to your
online: LessonWriter.com is a free website
where teachers can copy, paste and submit any text (an article, essay,
story, etc.) and create comprehensive, standards
-based lesson plans and student materials in minutes.
LessonWriter is a simple, fast and free way to use authentic,
high-interest content to motivate students while delivering the
explicit language instruction that ELL's
need in both English and content-area classes. There are advanced
features that can differentiate instruction for multilevel classes and
class tracking features that will
automatically scaffold lessons.
Lots to do at the library
Public Library's calendar of events: http://www.provlib.org/calendar.asp
Development Centre for Adult Literacy and Numeracy, dedicated
to conducting research and development projects to improve literacy,
numeracy, language and related skills and knowledge. On this site
will find information on all our activities, including:
Research and development projects http://www.nrdc.org.uk/projects.asp
Creative routes to specialist teacher qualifications http://www.nrdc.org.uk/creativeroutes
The Voices on the Page storybank is now live! Read all of the 640
stories here http://www.nrdc.org.uk/voicesonthepage.asp
Research reports and reviews http://www.nrdc.org.uk/content.asp?CategoryID=329
Latest e- newsletter http://www.nrdc.org.uk/content.asp?CategoryID=671
News and events http://www.nrdc.org.uk/news.asp
literacy site: http://www.google.com/literacy/
The U.S. Committee for Refugees and Immigrants (USCRI),
Refugees with Disabilities Program : Resource Guide for
Serving Refugees with Disabilities
available at http://www.refugees.org/DisabilityGuide
The guide, written for refugee case managers
and those serving refugees with disabilities, includes 139 pages of
information about resources for serving
adults and children with
disabilities, housing for refugees with disabilities, assistive
medical resources, citizenship and disability, benefits for
with disabilities and more.
If you have any questions or technical assistance needs, please
contact Xuan Nguyen, Director of USCRI Health and Human Services
firstname.lastname@example.org or at 202-347-3507 ext 3056.
RI Foundation online
directory - searchable by city/town,
intended field of study, current high school, and more. http://scholarship.rifoundation.org/
YouthBuild USA Learning
links to Web sites and
documents, and includes a section on "Authentic Materials/Engaged
and workshops - conferences and workshops
listed chronologically and are updated with each bulletin
Rhode Island - Training/events
for people with disabilities http://www.ric.edu/uap/trainin
mini grants are now available to attend the national
COABE CCAE conference in San Francisco, on April 17-21,
Applicants will be informed of the status of their online
application by November 15, 2010. Winners will receive
complimentary conference registration valued at $350.
For more information: http://www.CCAECOABE2011.com
Adult Learner Statewide Leadership Conference
We are announcing our first adult learner statewide leadership
conference coming this fall to Providence, and are looking for learners
to come up with a
name for the event. A flyer that explains the theme, and the
contest rules for submissions can be found at http://www.brown.edu/lrri/nameconf.doc
and in Spanish http://www.brown.edu/lrri/nameconfsp.doc.
First Adult Learner
Conference No Community Left Behind Wednesday, November 3, Johnson &
Wales Inn, Seekonk MA, 9:00-3:00
Adult learners will have the opportunity to take part in three
Transition to College and Careers; Family Support and Literacy
and Leadership and Advocacy.
Our goal is to provide adult learners with the opportunity Our
goals is to provide adult learners with the opportunity to hear about
things that matter
to them, to learn professional skills and to network with
industry leaders of RI.
We need your help in recruiting adult learners, to coordinate
transportation and to ensure this first Adult Learner Leadership
Conference is a Success!
We will be sending an invitation with registration and workshop
information in September. For more information on the conference,
and to help make this a
successful conference, contact Wesley Garvin* at 401-527-4219 or
Space is limited If your agency cannot provide
transportation for your learners please contact STAND
Registration for the 4th annual Effective
Transitions in Adult Education Conference Nov. 15 - 16, at the
Crowne Plaza Hotel in Providence is open.
Please note that the registration fees is non-refundable.
Questions? Contact Priyanka Sharma at 617-385-3788 or email us
Center for Family Literacy Conference Call for
NCFL is accepting proposals for concurrent sessions for the 20th
annual National Conference on Family Literacy. The deadline for
proposals is November 5.
The 2011 National Conference will be held in Louisville,
Kentucky, April 3 - 5. Pre-conference sessions will be held April 1 and
This is the most comprehensive conference serving family literacy
professionals and practitioners who are working to improve literacy
skills and lives of parents and children.
calendar of events http://www.tesol.org/isaffil/calendar/index.html
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html
street yoga -
Through the teaching of free yoga, meditation and wellness classes we
seek to help homeless youth increase their physical, emotional and
spiritual strength, stamina
and flexibility so they can better meet their own core needs. We
work closely with those service providers striving to help homeless
youth secure safe housing, nutritious food,
accessible health care, employment, clean clothing, educational
choices and human dignity.